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Inquiry Phase: Express

At the beginning of the Express Phase, a student may ask:

  • What type of product or presentation will allow me to present my conclusions and evidence
    effectively to the intended audience?
  • What technology will help me create a product or presentation?
  • How will I get help to revise and edit my product?



  • Uses writing process to develop expression of new understandings.
  • Creates products and communicates results in a variety of formats.
  • Uses standard language and citation conventions.
  • Uses technology tools to create products.
  • Develops strategies for revision.
  • Develops creative products to express ideas and information.


Before moving to the Reflect Phase, a student may ask:

  • Have I organized the product/presentation to make my major points and present convincing
  • Does my product/presentation fulfill all the requirements of the assignment?


AASL Standards for the 21st Century Learner

  • STANDARD 1: Learners use skills, resources, & tools to inquire, think critically, and gain knowledge.
    • Skills
      •  1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
    •  Responsibilities
      •  1.3.4 Contribute to the exchange of ideas within the learning community.
      •  1.3.5 Use information technology responsibly.


  • STANDARD 2: Learners use skills, resources, & tools to draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge.
    •  Skills
      •  2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
    •  Dispositions in Action
      •  2.2.4 Demonstrate personal productivity by completing products to express learning.


  • STANDARD 3: Learners use skills, resources, & tools to share knowledge and participate ethically and productively as members of our democratic society.
    • Skills
      •  3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
      •  3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
      •  3.1.3 Use writing and speaking skills to communicate new understandings effectively.
      •  3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
      •  3.1.6 Use information and technology ethically and responsibly.
    • Dispositions in Action
      •   3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
    • Responsibilities
      •  3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.
      • 3.3.4 Create products that apply to authentic, real-world contexts.
      • 3.3.5 Contribute to the exchange of ideas within and beyond the learning community.
      • 3.3.7 Respect the principles of intellectual freedom.


  • STANDARD 4: Learners use skills, resources, & tools to pursue personal and aesthetic growth.
    • Skills
      •  4.1.7 Use social networks and information tools to gather and share information.
      • 4.1.8 Use creative and artistic formats to express personal learning.
    • Self-Assessment Strategies 
      •  4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.



Inquiry Process            Connect            Wonder           Investigate            Construct           Express            Reflect


From the New York City School Library System – Information Fluency Continuum

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